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Journal articles on the topic 'Education – Kenya'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Ntarangwi, Mwenda. "Education, Tourism, or Just a Visit to the Wild?" African Issues 28, no. 1-2 (2000): 54–60. http://dx.doi.org/10.1017/s1548450500006867.

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This paper is both a personal and an academic reflection on my work as a U.S.-trained Kenyan anthropologist directing a study-abroad program for American undergraduate students in Kenya. It is an attempt to address three main issues: First is to understand why students choose to come to Kenya and what they hope to achieve by studying here. Second is to get a sense of what kind of prior images and information these students have of Kenya and Africa and how this influences their interaction with Kenya. Third is to understand how I as a Kenyan anthropologist trained in America balance the tasks o

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2

Rasari, Yosephine Michelle. "Peace Education Programme in Kenya and UNICEF’s Reinforcement." Jurnal Sentris 4, no. 2 (2024): 101–13. http://dx.doi.org/10.26593/sentris.v4i2.5107.101-113.

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As a region prone to conflict, an Introduction to peace is mainly essential for Kenya. The government projects that education can build a peaceful Kenya. As a result, the government is allocating an amount of budget to improve education in Kenya especially in eradicating violence and maintaining peace – especially, post-election violence and sexual abuse. The government has also adopted a UNICEF program, the Peace Education Program (PEP). The government's ambition is limited to designing a system that is only effective in some areas. Therefore, UNICEF complements the government’s effort to car

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Ngetich, Norman. "Language in Education Policy in Kenya." Journal of Linguistics, Literary and Communication Studies 1, no. 1 (2022): 1–8. http://dx.doi.org/10.58721/jltcs.v1i1.43.

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Abstract: The subject of Language-in-education policies has generated rigorous debate and is an issue of concern to education stakeholders and researchers in education. Despite markedly disparate views, there is an uneasy agreement that for education systems the world over, languages play a pivotal role in the teaching and learning processes. This paper provides a critical appraisal of the general language-in-education-policy in Kenya (hereinafter, LiEP). It then briefly and singularly examines foreign language-in-education policies (hereinafter, FLiEP) around the world and gives a particular

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4

Karpov, Grigory A. "School Education in Colonial Kenya." Vostok. Afro-aziatskie obshchestva: istoriia i sovremennost, no. 1 (2023): 115. http://dx.doi.org/10.31857/s086919080023123-2.

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The article is devoted to the study of the system of school education in Kenya during the colonial era. The ideological basis of the educational policy of the British authorities has been studied. The main differences between state, missionary and independent African schools are traced. Particular attention is paid to the analysis of the specifics of the learning process on the example of comparing European and African schools, including a huge disproportion in the amount of funding, differences in examination procedures, learning conditions, classroom equipment, content of school programs. Th

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Kiru, Elisheba W. "Special Education in Kenya." Intervention in School and Clinic 54, no. 3 (2018): 181–88. http://dx.doi.org/10.1177/1053451218767919.

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Access to basic education for all students is an essential goal for many countries around the world. Also, as worldwide calls for providing inclusive education continue to intensify, access to basic education for many students with disabilities in Kenya remains a pervasive challenge. Large class sizes, inadequate funding, limited teacher training, cultural perceptions, and lack of disability awareness exacerbate this challenge. In 2009, the Kenyan government put forth a national Special Needs Education policy framework that provides comprehensive strategies and policies to improve services for

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Mulwa, David M., Richard P. Kimiti, Titus M. Kituka, and Elizabeth N. Muema. "DECENTRALIZATION OF EDUCATION: THE EXPERIENCE OF KENYAN SECONDARY SCHOOLS." Problems of Education in the 21st Century 30, no. 1 (2011): 86–96. http://dx.doi.org/10.33225/pec/11.30.86.

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Kenya has undertaken several educational reforms since independence in 1963. Several committees, commissions and task forces have been set up over the years with the mandate to make suitable recommendations on how to overcome the ever rising challenges facing the Kenyan education. The necessary legal and policy guidelines have also been prepared to guide the administration, management and governance of education, in line with the country’s educational philosophy. The latest educational reform of 2005 was geared towards decentralization of education. For this paper, decentralization is limited

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7

Elder, Brent C. "Right to Inclusive Education for Students with Disabilities in Kenya." Journal of International Special Needs Education 18, no. 1 (2015): 18–28. http://dx.doi.org/10.9782/2159-4341-18.1.18.

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Abstract This article explores the current inclusive education system in Kenya, and how those practices relate to Article 24 of the United Nations' Convention on the Rights of Persons with Disabilities (CRPD). Local laws and international instruments are presented to shed light on the extent to which students with disabilities have a right to inclusive education in Kenya. Inclusive education is in its nascent stage in Kenya, and many barriers currently exist in the development of an inclusive education system. Such barriers include: poverty, child labor, natural disasters, HIV/AIDS, gender, et

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8

Ominde, Eliud Shani, Atieno Kili K'odhiambo, and Samsom Okuro Gunga. "the case for philosophy for children in kenyan schools." childhood & philosophy 18 (March 30, 2022): 01–17. http://dx.doi.org/10.12957/childphilo.2022.62890.

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The significance of value-based education in character development and inculcation of ethical citizenship attitudes in Kenyan schools cannot be overemphasized. In the recent past, cases of unethical behaviour among primary school-going children and those who have graduated from this important segment of education have been on the rise, despite the various interventions by the Kenyan government to integrate value concerns in the curriculum. Since 2020, there has been a sharp increase in the cases of student-led arsons in learning institutions in Kenya. From independence, the government of Kenya

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Muyaka, Jafred, Violet Khalayi Wawire, and Ishmael Irungu Munene. "Internationalisation perspectives of Kenyan universities: A consideration of stakeholders’ understanding and motivations, and the implications for the provision of quality academic programmes." Research in Comparative and International Education 15, no. 2 (2020): 116–35. http://dx.doi.org/10.1177/1745499920910580.

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University administrators, academic staff and students are key agents of internationalisation of higher education, particularly at the institutional level. The growing volume of literature on internationalisation has looked at the role that these stakeholders play. However, few studies in Kenya have examined these stakeholders’ conception of the internationalisation process. The current study explored Kenyan universities’ understanding of the process of internationalisation and how their perceptions influenced the provision of quality academic programmes. The focus was on the conception of the

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10

Rutto, Daniel. "Industry Demands and Future of Engineering Education in Kenya." International Journal of Engineering Pedagogy (iJEP) 5, no. 2 (2015): 31. http://dx.doi.org/10.3991/ijep.v5i2.4453.

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Engineering Education in Kenya remains the major determinant of country’s economic agenda. However, at the moment the education system offers the industry and society unsatisfactory knowledge and services due to mismatch between the supplied educational talents and the ever changing world of engineering. It is imperative that the Kenyan engineering education be designed to tackle challenges emerging in our societies and industries by providing real tangible practical skills. The government on its part should take its share by supporting and giving direction to institution offering such courses

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11

Oketch, Moses. "Higher Education Finance as a Public Good in Kenya." Journal of Higher Education in Africa 20, no. 2 (2022): 67–87. http://dx.doi.org/10.57054/jhea.v20i2.2726.

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This article discusses the transformation of the higher education financing model and how this relates to the concept of higher education as a public good in the context of Kenya. Following independence in 1963, the new Kenya government – like most countries in sub-Saharan Africa that attained independence in this period – considered the establishment of a university to be one of the symbols of a republic and of national advancement. The government valued the public role of university education during this early phase of Kenya as a sovereign nation, even when access remained highly restricted.

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Sambo, Wise. "Factors affecting youth entrepreneurship development within Kibera, Kenya: the perspective of entrepreneurship education." Problems and Perspectives in Management 14, no. 2 (2016): 331–38. http://dx.doi.org/10.21511/ppm.14(2-2).2016.09.

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All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibe

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Okelo, Ochong’. "Science Education in Kenya." Frontiers: The Interdisciplinary Journal of Study Abroad 3, no. 1 (1997): 83–90. http://dx.doi.org/10.36366/frontiers.v3i1.46.

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This paper briefly presents the structure and organization of science education from preschool (preprimary) to university level. It also addresses such sociocultural issues as religion and acceptance or resistance to science by the Kenyan society.

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Watson, Clair. "Early education in Kenya." Early Years Educator 17, no. 4 (2015): 35–37. http://dx.doi.org/10.12968/eyed.2015.17.4.35.

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15

Ojwang, J. B., and D. R. Salter. "Legal Education in Kenya." Journal of African Law 33, no. 1 (1989): 78–90. http://dx.doi.org/10.1017/s0021855300008007.

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Legal education in Africa has attracted and will continue to attract the attention of scholars. An important reason is that African countries have enjoyed sovereign statehood for only a comparably short time, during which period transition, experiment, change, and even turmoil, have been the hallmark of society: all factors which must have a profound impact on received law (and, of course, on the primeval law), if this law is to serve effectively as a regulatory and stabilising device. This law, in its received cast, is thrown into a dilemma of turbulence; will it serve in wonted fashion, to g

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16

Olembo, Jotham Ombisi. "Financing education in Kenya." Prospects 16, no. 3 (1986): 369–75. http://dx.doi.org/10.1007/bf02196008.

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17

Nyoike, E. N. "Inclusive education in Kenya." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (2012): S230. http://dx.doi.org/10.1016/j.neurenf.2012.04.539.

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18

Sindiga, Isaac. "Tourism Education in Kenya." Annals of Tourism Research 23, no. 3 (1996): 698–701. http://dx.doi.org/10.1016/0160-7383(95)00094-1.

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19

Floyd, Malcolm. "Modeling Music Education: Britain and Kenya." International Journal of Music Education os-40, no. 1 (2003): 59–80. http://dx.doi.org/10.1177/025576140304000106.

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The problem with models is that they almost always break. At some point, new information or new theoretical perspectives arrive and the model is rejected, or at best put aside and referred to occasionally for its historical interest. This article looks at my perceptions of music education in Britain and Kenya over the past 30 years or so using a range of models, precisely because it is in their “breaking” that one learns what is most significant. I have taught in both countries, at all levels of education, and part of the reason for writing this is to unpick my own agendas. Models drawn from t

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20

Ali Keya Anami. "China’s Belt and Road Initiative (BRI) and its role in developing Africa’s economies. Case study: Kenya’s Standard Gauge Railway (SGR), Kenya." Magna Scientia Advanced Research and Reviews 10, no. 1 (2024): 001–13. http://dx.doi.org/10.30574/msarr.2024.10.1.0152.

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The main purpose of this paper is to study the potential economic benefits of China’s Belt and Road Initiative (BRI) to Africa’s economies with case study of Standard Gauge Railway (SGR) project in Kenya. China has become an important factor in African development. Through the Belt and Road Initiative (BRI), it is reorganizing the geographical and political space in the Africa, first, by heavily investing in regional connectivity projects, and second, by promoting alternative ideas and concepts of development favourable to a Chinese-centric order in the region. The paper also argues that the B

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21

Kirui, Joseph K., and Hellen C. Sang. "Rethinking Quality and Relevance of University Education in Kenya." Education systems facing the challenges of covid-19 10, no. 16 (2020): 144–64. http://dx.doi.org/10.37870/joqie.v10i16.231.

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Many stakeholders have expressed concern about the many graduates from Kenyan universities who after qualifying, not only fail to get jobs but also fail to venture into alternative forms of engagement to earn their livelihood, a scenario that raises question as to the quality and relevance of University education they got. The concerns being raised calls for rethinking of the quality and relevance of university education in Kenya. This study, therefore, sought to investigate the propensity of university education in Kenya to inculcate entrepreneurial culture in graduates. The theory of planned

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22

Aggarwal, Anita. "Higher Education Collaboration in Kenya." International Journal of Technology and Educational Marketing 3, no. 1 (2013): 48–64. http://dx.doi.org/10.4018/ijtem.2013010104.

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Higher education in developing countries presents an opportunity both for investment and development, if specific challenges can be overcome. This article looks at the opportunities for higher education in a developing country, Kenya, and how these experiences have enabled an identification of issues that must be dealt with for higher education to grow both as an investment and capacity-building opportunity for developing countries. It offers a brief narrative on the history of higher education in Kenya, and the types of higher education collaborations. Using a case study of a long established

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23

Hastings, Faye. "Developing nurse education in Kenya." Nursing Standard 9, no. 4 (1994): 33–36. http://dx.doi.org/10.7748/ns.9.4.33.s27.

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24

Katsivo, Melanie Nyambura. "Health education in rural kenya." Psychology & Health 12, no. 1 (1996): 43–48. http://dx.doi.org/10.1080/08870449608406920.

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25

Opiyo-Akech, N., and J. O. Barongo. "Earth Science Education in Kenya." Journal of African Earth Sciences 28, no. 4 (1999): 795–803. http://dx.doi.org/10.1016/s0899-5362(99)00051-2.

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26

Peil, Margaret. "Education in Kenya since independence." International Journal of Educational Development 14, no. 4 (1994): 423. http://dx.doi.org/10.1016/0738-0593(94)90057-4.

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27

Bett, Harry Kipkemoi. "Are Kenyan lecturers motivated to teach?" Journal of Applied Research in Higher Education 12, no. 4 (2019): 599–607. http://dx.doi.org/10.1108/jarhe-08-2018-0164.

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Purpose The purpose of this paper is to provide a discussion on the overlooked side of motivation among Kenyan lecturers: the motivation to teach. Design/methodology/approach The paper is generally a review of the current status of lecturer motivation in Kenya in relation to their teaching and research. This has been done anchored on Herzberg’s two-factor theory. Findings While the general belief is that lecturers are more motivated to teach than to engage in research owing to immediacy of returns (from teaching), arguments are given showing that contextual factors may contribute to lecturer d

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Inyega, Justus Okeo, Adeela Arshad-Ayaz, M. Ayaz Naseem, Evans W. Mahaya, and Dalia Elsayed. "Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms." FIRE: Forum for International Research in Education 7, no. 1 (2021): 1–23. http://dx.doi.org/10.32865/fire202171219.

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This article presents a critical review of the education system and curriculum reforms in basic education in Kenya from independence in 1963 to date. It presents a philosophical and pragmatic basis for content review and the curriculum reform process. Data collection involved a critical review of relevant literature; including several curriculum reform documents. Based on the literature review and documentary analysis, there is overwhelming evidence that radical changes have resulted in the Kenyan education system from several curriculum reviews and major reforms in response to the changing ne

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Mwirichia, Wilberforce N., Nelson Jagero, and Hillary Barchok. "Impact of Massification on Resource Adequacy in Public and Private Universities in Kenya." International Journal of Education 9, no. 3 (2017): 60. http://dx.doi.org/10.5296/ije.v9i3.11874.

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The purpose of the study was to determine the impact of resource adequacy in public and private universities in Kenya. Massification is the rapid enrolment of students in universities. Kenya has expanded her student enrolment in universities for her development needs. Research findings raise pertinent issues touching on the quality of education in the Kenyan universities. The study adopted a causal- comparative survey research design. The respondents were students and lecturers in the eight purposely selected universities in Kenya. A sample of 399 respondents consisting of 361 students, 22 lec

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Smith, Christine. "Globalization and New Education Frontiers: A Look at the Factors Affecting Virtual Learning in Kenya." European Journal of Education and Pedagogy 3, no. 6 (2022): 50–56. http://dx.doi.org/10.24018/ejedu.2022.3.6.494.

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The advent of globalization has brought with it a drastic change in the education sector in Kenya. The flexibility of new learning environments is an interesting aspect that is now commonplace in learning institutions. The interaction of people across the globe brings about a merging of cultures, experiences, skills, and expertise. In addition, the global market presents learning institutions with a wide student base that are willing to enroll in their educational programs. Education has now evolved from the traditional classroom blackboard approach into a more technological advanced platform.

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Mwiria, Kilemi. "Education for subordination: African education in colonial Kenya." History of Education 20, no. 3 (1991): 261–73. http://dx.doi.org/10.1080/0046760910200306.

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Kathenya, Dr Luke Murithi. "Junior Secondary School Administrative Management and Achievement of Competence Based Curriculum Core Competencies in Tharaka-Nithi County, Kenya." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 2980–87. http://dx.doi.org/10.47772/ijriss.2024.804278.

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The study investigated influence of junior secondary school administrative management on achievement of competence-based curriculum (CBC) core competencies in Tharaka-Nithi County, Kenya. Junior secondary schools (JSS) in Kenya are all domiciled in primary schools. The existing primary schools and junior secondary schools form comprehensive schools comprising: Early childhood education and development (ECDE), primary schools and junior secondary schools all under the same administrative management. The ministry of education Kenya emphasizes development of practical skills, knowledge and core c

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Njoroge, M. N. "Special Education in My Life." Journal of Visual Impairment & Blindness 83, no. 1 (1989): 74–75. http://dx.doi.org/10.1177/0145482x8908300127.

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The following article traces the author's professional and intellectual development in both regular and special education, highlighting his personal and educational experiences at The University of Texas at Austin. Factors that affect low vision special education in Kenya, as well as the author's goals for the future as a specialist in education in Kenya are discussed as well.

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Kathenya, Luke Murithi. "Influence of Learner Support Program on Management of Primary School Curriculum Implementation in Meru County, Kenya." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 2957–64. http://dx.doi.org/10.47772/ijriss.2024.804276.

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The researcher examined influence of learner support programs on management of primary school curriculum implementation in Meru County, Kenya. Learner support programs are key concepts that need to be fully utilized; for complete realization of effective competence based curriculum management in Kenyan schools. The concern was that the idea of learner support programs is underutilized in competence based curriculum implementation in Kenya. The objective of the study was to examine influence of learner support programs on management of primary school curriculum implementation in Meru County, Ke

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James Kay and Henry Kiptiony. "STUDENTS' PERCEPTION OF THE TEACHING PROFESSION AS AN ANTECEDENT TO SUSTAINABILITY IN TEACHER EDUCATIO." Kabarak Journal of Research & Innovation 10, no. 1 (2020): 35–47. http://dx.doi.org/10.58216/kjri.v10i1.107.

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Sustainability and sustainable development have increasingly become critical issues in teacher education and development. Since sustainable development in education is impossible without the professional competence of teachers, there has been growing pressure for the reorientation of teacher education all over the world and Kenya in particular. However, referent literature indicates that scholars have not examined the extent to which the transformations in higher learning in Kenya have integrated sustainability. This paper explores studentsâ€™ perception of the teaching profession as an antece

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Kikechi, Ronald Werunga, Chepkwony Silas M. Kisebe, Kihumba Gitahi, and Oliver Sindabi. "THE INFLUENCE OF FREE PRIMARY EDUCATION ON KENYA CERTIFICATE OF PRIMARY EDUCATION PERFORMANCE IN KENYA." Problems of Education in the 21st Century 39, no. 1 (2012): 71–81. http://dx.doi.org/10.33225/pec/12.39.72.

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The origin of Free Primary Education (FPE) can be traced back to the 1948 Declaration of Human Rights where basic education was recognized as a human right. The current FPE programme was launched in 2003 and it led to an overwhelming enrolment of pupils at the primary level of education. Such a soaring enrolment is feared to have compromised the Kenya Certificate Primary Education (KCPE) performance, which is a key indicator of quality education. The study therefore aimed at determining the influence of high enrolment on; the ability of teachers to offer quality instruction; learning resources

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Zanoni, Katie. "Kenyan girls as agents of peace: Enhancing the capacity of future women peacebuilders." Research in Comparative and International Education 12, no. 1 (2017): 110–26. http://dx.doi.org/10.1177/1745499917696410.

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The role of women in peacebuilding efforts has been recognized through various international instruments that have advanced the ability of women to access the peace table. In order for women to act as leaders, they must possess the capacity to disrupt structural, cultural, and direct forms of violence, engage in peacemaking activities, and employ prevention strategies for sustainable peace to be secured. This paper draws on qualitative research on a leadership program called Women of Integrity, Strength, and Hope (WISH) offered at the Daraja Academy, an all-girls boarding school in Kenya. The

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Wairiuko, Jessee Wanderi. "Poeme Elecroniqe fusion concept of nationalism in “Feel the Sounds of Kenya”." Journal of Music and Creative Arts (JMCA) 3, no. 1 (2024): 1–11. http://dx.doi.org/10.51317/jmca.v3i1.478.

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This study sought to find out Poeme Elecroniqe fusion concept of nationalism in "Feel the Sounds of Kenya". Edgar Varese, a French composer, is hailed as the pioneer of electronic music with his signature Poeme Eletronique composition, which was performed in 1958 in Brussels. Attributes of similitude with Edgar Varese's Poeme Electronique style have come to identify certain African contemporary music idioms. Transcending conventional sonic boundaries that have long defined the Kenyan music space, the piece "Feel the Sounds of Kenya” by CeeRoo exemplifies this innovative fusion concept of elect

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Mercy Igoki, Samuel, and Jackson Langat. "Harnessing technology and innovation to address emerging issues: Covid-19: Opportunities and challenges." Journal of Education and Learning (JEL) 2, no. 1 (2023): 68–76. http://dx.doi.org/10.51317/jel.v2i1.350.

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This study explores the opportunities and challenges presented through harnessing technology and innovation to address COVID-19 as an emerging issue in higher education institutions in Kenya. COVID-19 pandemic has presented unprecedented challenges to higher education institutions in sub-Saharan Africa, specifically in Kenya. The pandemic forced institutions to migrate to online learning, impacting the quality of education, enrollment rates, and mental health challenges students face. The study used a mixed-methods approach, incorporating secondary sources of information and primary data from

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Hideg, Gabriella. "Snapshots About East Africa’s Education System." Afrika Tanulmányok / Hungarian Journal of African Studies 12, no. 4. (2019): 66–81. http://dx.doi.org/10.15170/at.2018.12.4.5.

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This paper focuses on the East African country, Kenya, and its education system, which is exotic from the Hungarian point of view.The aim of my study was to present the historical development of education in Kenya, and the odds and limits appearing within it, based on the available literature. It becomes visible that access to education is not given equally to everyone, regardless of which level of education we examine. This becomes really interesting and unique if we ask primary school students and college students about fair play and its content in such an imbalanced and even unequal system.

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Sika, James Ochieng, and Hezekiah Adwar Othoo. "Prospects, challenges and strategies of internationalization of University Education in Kenya." International Journal of Educational Innovation and Research 1, no. 2 (2022): 170–79. http://dx.doi.org/10.31949/ijeir.v1i2.2503.

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Education has become more international and in this millennium, governments have laid emphasis on internationalization of higher education through international co-operation and exchange. In Kenya, institutions and universities have developed their own strategies to internalize their research teaching and service. The process of globalization renews roles and responsibilities of universities following the rapid expansion of various programmes offered at the Kenyan universities due also to increase in student enrollment and opening of new campuses. It follows that Universities are operating in

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Miguel, Edward. "Tribe or Nation? Nation Building and Public Goods in Kenya versus Tanzania." World Politics 56, no. 3 (2004): 327–62. http://dx.doi.org/10.1017/s0043887100004330.

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This article examines how government policies affect ethnic relations by comparing outcomes across two nearby districts, one in Kenya and one in Tanzania, using colonial-era boundary placement as a “natural experiment.” Despite similar geography and historical legacies, governments in Kenya and Tanzania have followed radically different language, education, and local institutional policies, with Tanzania consistently pursuing more serious nation building. The evidence suggests that nation building has allowed diverse communities in rural Tanzania to achieve considerably better local public goo

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Njagi Odek, Salome. "Transformational Leadership and Organizational Citizenship Behavior, Kenya." American Journal of Educational Research 6, no. 6 (2018): 845–57. http://dx.doi.org/10.12691/education-6-6-39.

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Kathenya, Luke Murithi, and Dr Charles Kiptum. "Relationship Between Parental Empowerment and Engagement, and Management of Primary School Curriculum Implementation in Embu County, Kenya." International Journal of Research and Innovation in Social Science 06, no. 12 (2022): 579–83. http://dx.doi.org/10.47772/ijriss.2022.61231.

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The researcher examined relationship between parental empowerment and engagement, and management of primary school curriculum implementation in Embu County, Kenya. Parental empowerment and engagement are key concepts that need to be fully utilized; for complete realization of effective competence based curriculum management in Kenyan schools. The concern was that the idea of parental empowerment and engagement is underutilized in competence based curriculum implementation in Kenya. The objectives of the study were to examine relationship between parental empowerment and engagement, and managem

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Nyang’ara, Naftal Michira, and Roselyne nyamoita Nyakoe. "The Influence of Training Teachers on the Implementation of Peace Education Programme in Selected Primary Schools at Nakuru County, Kenya." International Journal of Research and Innovation in Social Science VIII, no. VI (2024): 2145–52. http://dx.doi.org/10.47772/ijriss.2024.806161.

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Peace is a critical component for the development of human beings in the whole world, without peace there can be no development. An atmosphere of no peace is a major cause of physical and economic suffering upon individuals, families, communities, businesses, nations and regions in many countries. In 2007 Kenya experienced incidents of conflicts which led to loss of workforce, learning time and disruption of education services which negatively affected the quality of education across in the county of Nakuru formerly Rift Valley Province. Since then Kenya has put several strategies to promote p

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Kramon, Eric, and Daniel N. Posner. "Ethnic Favoritism in Education in Kenya." Quarterly Journal of Political Science 11, no. 1 (2016): 1–58. http://dx.doi.org/10.1561/100.00015005.

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Holmberg, Börge. "Applications of distance education in Kenya." Distance Education 6, no. 2 (1985): 242–47. http://dx.doi.org/10.1080/0158791850060209.

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King, Sharon V., Mugo Gachuhi, Gillian Ice, Maria Cattell, and Frank Whittington. "Gerontology Education and Research in Kenya." Gerontology & Geriatrics Education 26, no. 1 (2005): 117–35. http://dx.doi.org/10.1300/j021v26n01_08.

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Zamberia, A. M. "Self-Hel Secondary Education in Kenya." International Journal of Comparative Sociology 37, no. 1-2 (1996): 47–71. http://dx.doi.org/10.1177/002071529603700104.

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Kigotho, Anderson Wachira. "Bilharzia interrupts children's education in Kenya." Lancet 350, no. 9077 (1997): 573. http://dx.doi.org/10.1016/s0140-6736(05)63161-3.

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